Activity #1 Coursebook Analysis
Yahir Espinoza
School of Education, Universidad del Istmo
Adaptation and Elaboration of Materials for Teaching ESL
Maylín Rodriguez
June 10,2023
Module 1 – Activity 1
Coursebook Unit Analysis
Student’s name: Yahir Espinoza
Task 1: Analysis.
Based on the analysis of how the unit is presented and taking into account the target audience
of the book, answer the following question:
How would you improve the suggested tasks? Think about instructions, length of tasks, variety
of activities, use of the language, vocabulary, etc.
Present your improvement in the following table, indicate in which section you are including
the change, show how would you do it and justify your decision.
Improvement Justification
1. To use To study literature helps you imitate the style of others – and develop a style
Literature to of your own.
create a
student’s
voice.
2. To In order to preserve their unique "voice" and avoid adopting the
Introduce writing style of the authors they respect; writers often have a
interesting tendency to avoid reading the works of others. The issue is that you
techniques don't get better by doing this. When you've mastered writing, you'll
for telling be able to flip between styles on purpose. When you think of great
stories and writers with a particular writing voice, it's usually not because they're
describing forced to do so; rather, it's something they actively choose to do.
characters
3 To avoid Reading material for pleasure and reading material for literary
misconception analysis can differ greatly. The rigorous study of literature tells us
s about what about how literature has changed and evolved over time, as well as the
great writers reasons behind the tactics that individual authors in each era
are really like employed. For instance, many Victorian authors used ponderous
descriptions because they were paid by the word. Characters were
frequently introduced because the story might have been serialized
over weeks or months, making it possible that all but the most ardent
readers would have forgotten an early character by the time the story
reached its conclusion.
Task 2: Material Creation.
Based on your previous analysis of the unit, think, design and present three creative activities that
could fit into the unit. These activities could be done either to introduce the unit, to use while working
with the unit or to close it. (Speaking, grammar, pronunciation, listening, comprehension or
writing activities). You should present your ideas by filling the following tables
Activities
Activity 1
Type of activity: Reading Activity
Procedure / Instructions to the Overview: What is the purpose of the lesson?
students: Language Objectives:
Study Shakespeare biography
Integrate and develop their listening, speaking, reading and
writing skills through Romeo and Juliet Play
L- Listen to the story (English Lab)
S- Speak about Shakespeare life and his best plays. In this case Romeo and
Juliet
W- Write about the characters, plot and the tragedy by using their own point of
view
R. - Contrast the characters and their point of view about the play
Topic: Shakespeare´s Play (Romeo and Juliet)
Individual/Grouping: 9th Grade Students
Goal: Study Shakespeare biography
Integrate and develop their listening, speaking, reading and
writing skills through Romeo and Juliet Play
Where would you place it? Colegio Bilingüe Manuel Maria Perez
Explain how would students I want students to understand:
benefit from Asking and making short questions about the play by using
structure of the language.
this activity.
Demonstrate and identify literary genres, author and characters in
the play.
Integrate and develop their listening, speaking, reading and writing
skills through literature study.
Activity 2
Type of activity: Listening Activity
Procedure / Instructions to the students: Students will use a simple
listening task, with the aid of
visuals, possibly followed by
another task where students put
the events in order and
reconstruct the narrative.
Students could then be asked to
write a different ending, making it
a creative writing task
[Link]
english-esl-video-lessons/
listening-comprehension/deep-
listening-focus-on-meaning/
romeo-and-juliet-story-listening-
comprehension/23151
Topic: Shakespeare´s Play (Romeo
and Juliet)
Individual/Grouping: Listen to the story (English Lab)
Where would you place it? Colegio Bilingüe Manuel Maria Perez
Explain how would students benefit from The students will share about
this activity. how Romeo and Julliette occurs.
This will help them to organize
their thoughts.
They will discuss about how it
can be related to modern days
This will help students to analyze
the problems we can have
related to social technology and
human beings.
To create an awareness on
human relations. Human beings
share similar feelings throughout
time despite of the
socioeconomic level and other
aspects.
Activity 3
Type of activity: Writing Activity
Procedure / Instructions to The teacher will ask them about Shakespeare´s life to see if they
the students: are involved in the period. I will ask questions such as;
1. Who was William Shakespeare? Where did he born? Which
are the most important plays? Do you know what is a play?
Did you hear about Romeo and Juliet before? What did you
know about it? Are you interesting to find out why this play
today is reading even it was written for many years? What
the you see in the portrait? Is this telling you something?
According to what did you read about the author, tell me,
which were the most important things did you find in his life?
2. They solve at home the assignment N0. 1 (Pre-reading)
Topic: Shakespeare´s Play (Romeo and Juliet)
Individual/Grouping: The students will answer the given questions individually. Then, they
will share in group.
Goal: To understand how to identify, analyze, interpret and describe critical
ideas, themes, values that consist of literary texts and perceive the ways
to evaluate how ideas, themes and values create an impact on societies,
both in the past and present.
To enhance students´ writing.
Task 3: Conclusion. To conclude, answer the following questions in an extension of no
more than 300 words for the three answers.
a) How important is the development of student-friendly material in your lessons?
It is important because we can make our students follow through the development of the
given task. We need to see that our students already have preferences on how they can
learn, so instead of creating from scratch, we can get that information and associate new
knowledge to familiar structure. In this way, it’ll be easier for the students to recall
information when needed.
b) What are the parameters to take into account when selecting material?
Wang Lin & Kaufmann (2021) share the parameters we should take into account to select
materials.
Prioritize the three characteristics. Consider engagement, appropriateness of challenge,
and usability when helping to select materials.
Elicit teacher input. Teachers usually know what they want and need for their students, so
include them in materials previews or piloting.
Remember that diversity can support student engagement. How well do the materials
address diverse students' interests and experiences? Consider developing a library or list of
supplemental materials that are connected to students' interests and cultural backgrounds
and, if needed, find ways to support teachers in integrating content that students identify
with.
Find materials that invite modification. Finding easily editable materials for your
teaching staff can lessen the time they need to spend on this task. Of course, online
accessibility right now is especially important: While teachers prefer easily accessible
digital materials in the time of school shutdowns, they may also need to know whether all
their students have secure, reliable technological devices and network access.
c) What changes would you make to your own teaching style?
I consider I should give more opportunities for my students to engage in hands-on
activities. I like to put the objective first without paying attention to the overall progress.
For example, if a student can solve part of the given exercises partially, I will consider that
as enough. Maybe, I could give more activities where students can perform and show
understanding the action. That would give me more evidence to make sure that my
students have everything clear.
References
EssayGator . (2016 de 31 de 2016). [Link]
for-students/
ISL Collective . (22 de October de 2017).
[Link]
listening-focus-on-meaning/romeo-and-juliet-story-listening-comprehension/23151
Wang Lin , E., & Kaufmann, J. H. (12 de February de 2021). The RandBlog . The RandBlog :
[Link]
[Link]
